Episode Two: For our second episode we are joined by Dr Sharon Stein Assistant Professor in the Department of Educational Studies at the University of British Columbia, and Dalila P. Coelho a Ph.D researcher at the University of Porto. In this episode we ask if 'confronting coloniality' provides a better framing for our pedagogical work, what we can (un)learn from the field of Global Education and explore the importance of language in teaching on global challenges.

.Podcast: The Centre for Teaching Innovation and Scholarship (CTIS) are delighted to launch the first series of “Politics and Pedagogy” a podcast run by the Centre for Teaching Innovation and Scholarship in Politics and International Studies at the University of Leeds. This first series is funded by The COST Action DecolDEV which takes on the challenge to reconstruct the concept and practice of development after its deconstruction. This series showcases conversations from academics in Politics, International Relations and Development as they reflect on decolonial practices in education. The podcast hosts are Dr Madeleine Le Bourdon Associate Professor in the Politics of Global Development and Dr Louise Pears Lecturer in Global Security Challenges. It is produced by Dr Marine Guéguin and Dr Harrison Swinhoe both Post-doctoral researchers in the Centre for Global Security Challenges.

Follow us! @CTISLeeds @DrMLeBourdon @LouiseKPears

Funding Provider: This podcast is funded by the EU's Cost Action Decolonising Development (CA19129): www.cost.eu. The Action works towards a resetting and diversification of the structures, institutions and spaces in which knowledge about and for development is produced, shared, contested and put into practice. Decolonisation of knowledge about ‘development’ cannot mean to maintain a paternalist binary of those already developed and those less developed but must scrutinize the structures and institutions that maintain power imbalances and the ideas that support paternalistic relations and assumptions of superiority according to intersectional (read: gendered, racialized, classed etc.) objectification of the Other.